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Author(s) -
Mutyala Srinivas,
Cahill Donald R.
Publication year - 1996
Publication title -
clinical anatomy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.667
H-Index - 71
eISSN - 1098-2353
pISSN - 0897-3806
DOI - 10.1002/(sici)1098-2353(1996)9:1<53::aid-ca11>3.0.co;2-9
Subject(s) - medicine , dissection (medical) , human anatomy , surprise , curriculum , medical school , gross anatomy , anatomy , medical education , psychology , pedagogy , social psychology
The medical school I (S.M.) attended did not require dissection of a cadaver to fulfill the requirements of the anatomy curriculum. I had “learned” human anatomy through lectures, text books, and an atlas, but did no dissection. Although it was difficult doing anatomy that way, I passed basic science exams with high marks and did well on the board exams (NBME). I graduated from medical school with distinction and thought I was well prepared for residency. To my surprise, dissection of the orbit and periorbital regions and cranial cavity were included in my ophthalmology residency and were to pose a challenge for me. I requested the aid of a medical school anatomist to help me face this challenge. Not only did I learn the art of dissection, I gained considerable knowledge in anatomy (much of it clinically relevant), acquired better skill with surgical instruments and enhanced my logical and critical thinking ability. This viewpoint is based upon a diary I kept during my dissection experience. Clin. Anat. 9:53–56, 1996. © 1996 Wiley‐Liss, Inc.